Kentucky K–6 technology standards

Set personal learning goals and use digital tools to achieve those goals, with guidance and support ex.: increase reading fluency by recording and reflecting upon student reading .

Reflect on the learning process to improve learning over time, with guidance and support ex.: using digital writing portfolio and reflection log/journal . Learning Priority:

Participate in teacher-led explorations utilizing digital tools to expand learning spaces beyond the classroom ex.: expert video channels, video conferencing with professionals, authors blogs . | Page 14 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) Learning Priority:

Recognize and use technology to seek feedback as a valued component of the learning process.

Use feedback to improve the demonstration of learning ex.: student uses interactive software with immediate feedback to guide their performance . Learning Priority:

Use age-appropriate digital resources to produce and publish information.

Demonstrate basic ability to communicate a message with digital input strategies ex.: typing/keyboarding, voice to text, video or audio, images . Learning Priority:

Choose technology appropriate to task and purpose, with guidance and support. Learning Priority:

Apply and adapt knowledge of existing technology to the substitution-based use of new technologies. | Page 15 ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) Concept: Digital Citizen (DC) Competency: Students manage their digital identity in a safe, positive, and proactive way. Standard:

Show awareness that when something is put on the internet websites, social media, apps it can leave a trail online digital footprint . Learning Priority:

Choose appropriate websites, and understand to seek help from a trusted adult when faced with problems online related to safety.

Understand that what is online has positive and negative consequences, and relate the understanding to behaviors offline. Learning Priority:

Understand usernames and passwords, and understand why these are not shared with others.

Navigate to trusted websites and know how to search for websites in a safe manner with awareness that not all websites are safe. Standard:

Identify acceptable use of the internet and other digital resources. Learning Priority:

Recognize that everyone has different ideas in creating their own work intellectual property .

Show respect for others intellectual property with positive words.

Understand not to copy someone else s work intellectual property .

Understand that someone else s creations found on the internet or shared in person, cannot be used without permission, and the creator should be given credit. Concept: Knowledge Constructor (KC) Competency: Students use various digital tools to find information and make meaning. Standard:

Use basic keyword searches to locate information to build deeper understanding of a subject.

Apply print reference knowledge and strategies to find and locate information in digital resources.

Satisfy curiosity by exploring answers to questions with digital resources. Learning Priority:

Classify websites into general categories to guide relevance of search results ex.: entertainment/games, reference, learning .

Compare information on the same topic across multiple digital resources. Learning Priority:

Use digital organizers to create collections of artifacts ex.: bookmarks, hyperlinks, sites .

Organize gathered artifacts into general themed collections ex.: Famous African-Americans, favorite cartoon characters, pictures of bridges . Standard:

Use digital tools to create artifacts from information found in various digital resources. Learning Priority:

Use a variety of digital resources ex.: website, video clip, photos to explore and report on real world issues. Concept: Innovative Designer (ID) Competency: Students use a variety of technologies to design and create. Standard:

Use technology to identify a problem in the school or home environment with guidance and support.

Describe the problem, using technology, and explain why it is problematic. Learning Priority:

Demonstrate perseverance when working to complete a challenging task.

Use a variety of age-appropriate digital tools to design something, with guidance and support. Learning Priority:

Use a design process to develop ideas or creations, test their design, and redesign if necessary. Concept: Computational Thinker (CT) Competency: Students understand sequences and use them to develop solutions to problems. Learning Priority:

Identify a problem and choose the appropriate digital tools to explore and find solutions to the problem through the use of a step-by-step plan, with guidance and support. Learning Priority:

Utilize an age-appropriate digital tool to collect, organize, and represent data ex.: online surveys, spreadsheets, graphs, charts, etc ; students will use this data to look for similarities and identify patterns and categories within the data set ex.: simple data mining , with guidance and support. | Page 19 models to understand complex systems or facilitate problem-solving.

Use digital tools to identify and create algorithms, with guidance and support.

Complete a simple coding task with at least 3-5 coded actions ex.: html, block-based coding, python , with guidance and support. Standard:

Introduce and use age appropriate digital tools ex.: art creation programs, video production, photography, presentations, video media, green screen, stop motion animation for producing new creations or published communications using appropriate digital etiquette with guidance and support. Learning Priority:

Use age appropriate digital tools to create original and remixed work, with respect to intellectual property with guidance and support. Learning Priority:

Observe and participate in the communication of ideas using a variety of digital tools ex.: video reflections, interactive notebooks, audio recording, as well as visual representation with guidance and support. Standard:

Explore a variety of digital tools ex.: drawing/ art programs, video production, green screen, digital art . to create and communicate an idea to a variety of audiences with guidance and support.

Discuss different audiences and how presentations can change based on audience. Concept: Global Collaborator (GC) Competency: Students use digital tools to connect with learners inside and outside of their classroom. Standard:

Use digital tools and resources ex.: digital resources, virtual field trips, virtual reality, video media, and social media , to understand the similarities and differences of others in school, community, and beyond with guidance and support. Learning Priority:

Use digital tools to collaborate with team members in a digital workspace with guidance and support. Learning Priority:

Respect the interest of others by collaborating to share ideas, experiences, and opinions ex.: virtual collaboration, presentation, and discussion boards with guidance and support. Standard:

Use digital tools to collaborate with others to examine problems from school, community, and beyond with guidance and support. Learning Priority:

Use digital tools to collaborate with school, community, and beyond to solve problems with guidance and support. | Page 22 ( ) ( ) ) ( ) ( ) ( ) ( ' ) ' Intermediate 3-5 KAS for Technology Overview for Intermediate 3-5 : The technology standards at the intermediate level continue to lay the foundation of necessary knowledge, skills, and competencies that equip students for a successful future. This goal requires the understanding of content that helps: empower learners, create responsible digital citizens, facilitate knowledge construction, design and innovate for learning, think computationally, communicate creatively, and collaborate with a global mindset. Application of the technology standards at the intermediate level should focus on active learning and integrating the identified skills into other disciplines. These standards provide a clear progression of skills, and students develop a broad conceptual understanding of technology. All content teachers should provide opportunities for students to apply the skills and knowledge identified. Concept: Empowered Learner (EL) Competency: Students use technology to take an active role in their learning. Standard:

Set personal learning goals and self-select digital tools to support accomplishing the goals.

Reflect on and revise the learning process as needed to improve learning over time ex.: using digital writing portfolio and reflection log/journal . Learning Priority:

Participate in explorations that support identifying and building a network ex.: expert video channels, video conferencing with professionals, authors blogs unique to one s own interests/needs to support the learning process. | Page 24 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) Learning Priority:

Seek feedback that informs and improves learning ex.: Students seek feedback from teachers and peers during the digital writing process .

Use feedback to improve products that demonstrate learning in a variety of ways. Learning Priority:

Explore and select digital tools that support learning in different contexts ex.: a student chooses a tool to collect data and then creates a graphical display of the data using a digital tool of their choice .

Transfer conceptual knowledge of technology operations to multiple contexts.

Transfer knowledge of fundamental concepts of technology operations to troubleshoot basic technology operations. Standard:

Identify age-appropriate digital tools to produce and publish information for an identified target audience.

Demonstrate efficient ability to communicate a message with digital input strategies ex.: typing/keyboarding, voice to text, video or audio . Learning Priority:

Choose technology appropriate to their task and purpose. Learning Priority:

Apply and adapt knowledge of existing technology to the augmentative use of new technologies. | Page 25 ) ( ) ( ) ( ) ( ) Concept: Digital Citizen (DC) Competency: Students manage their digital identity in a safe, positive, and proactive way. Learning Priority:

Model positive behaviors in online communications at school and understand how to apply those behaviors to online activities outside of school.

Show awareness and understand they are creating a digital footprint, and can identify positive and negative online activity. Learning Priority:

Collaborate online with peers and educators in a positive manner, and begin to recognize online behaviors can have positive or negative consequences.

Understand that decisions and behaviors online can affect others in both negative and positive and hurtful and helpful ways. Learning Priority:

Create and know usernames and passwords, and understand why these and other personal information are not shared with others online and offline.

Search websites understanding that some sites are not safe without adult permission. Standard:

Demonstrate acceptable use of the internet and identify acceptable use of social media and other digital media. | Page 26 ( ) ' ' ( ) ' ( ) ( ' ) ) ( ) ( ) ( ) ( ) ( ) ( )

Give positive and constructive feedback on others intellectual property with respect. Learning Priority:

Use others creations intellectual property with permission public domain, creative commons, or copyright owner s permission .

Create their own intellectual property in digital projects. Concept: Knowledge Constructor (KC) Competency: Students use various digital tools to find information and make meaning. Standard:

Filter searches to gather specific information on a subject or research topic ex.: searching "food sources for Beluga whales" instead of searching "whales" or "Beluga whales" .

Use a variety of digital reference resources ex.: digital encyclopedia, digital atlas/maps to locate information related to a research topic. Learning Priority:

Identify criteria to analyze information presented in a digital resource to determine its accuracy, perspective, credibility, and relevance.

Explore different media types ex.: infographics, videos, graphs, text and how they might influence an audience.

Compare information presented across different domain extensions ex.: .com, .net, .gov, .edu to help evaluate accuracy, perspective, credibility, and relevance of information. Learning Priority:

Use digital tools to create artifacts that connect similar information found in various digital resources. Learning Priority:

Use a variety of digital resources ex.: website, video clip, photos to explore and collaborate with others on real-world issues. Concept: Innovative Designer (ID) Competency: Students use a variety of technologies to design and create. Standard:

Identify and describe problems or challenges present in their community then analyze the conditions that make it a problem. Learning Priority:

Demonstrate perseverance when working with authentic, open-ended problems. | Page 28 ( ) ( ) ( ) ( ) ) ( ) ( ) Standard:

Explore and practice how a deliberate design process ex.: design thinking works to generate ideas, consider solutions, test theories, plan to solve a problem, or create innovative products to share with others. Learning Priority:

Use a variety of digital tools to plan and manage a design process, with consideration to design constraints and risks. Learning Priority:

Engage in a cyclical design process to develop and test prototypes; reflect on the role that trial and error plays in the process. Concept: Computational Thinker (CT) Competency: Students understand sequences and use them to develop solutions to problems. Learning Priority:

Plan and implement a design process in which they explore solutions to a problem and use digital tools to analyze data, create models, and represent collected data ex.: spreadsheets, graphs, charts, tables, presentations, infographics in a way that can be shared with others, with guidance. | Page 29 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) data in various ways to facilitate problem-solving and decision-making.

Use data to discuss findings and share conclusions with others ex.: presentation apps/website . Learning Priority:

Break a problem into smaller parts, identify patterns and key information, and use age-appropriate digital tools to brainstorm a problem solving plan ex.: online whiteboard, online mindmapping tools, digital outline either collaboratively or independently. Learning Priority:

Complete a coding task with coded actions ex.: html, block-based coding, python either collaboratively or independently. Standard:

Use digital tools to ask questions and digitally collect data. Learning Priority:

Use digital tools to find patterns in order to solve complex problems. Learning Priority:

Use digital tools to identify and create algorithms. | Page 30 ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) Concept: Creative Communicator (CC) Competency: Students communicate clearly and express themselves with a variety of digital tools. Learning Priority:

Utilize digital tools to create, share, communicate, and publish work effectively ex.: video/ audio creation, social media, spreadsheets, blogs, presentation platforms, word processing, and digital art platforms .

Identify the intended audience and select appropriate platform medium when creating digital pieces, presenting, and collaborating to communicate ideas to the audience. | Page 31 ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) Concept: Global Collaborator (GC) Competency: Students use digital tools to connect with learners inside and outside of their classroom. Learning Priority: Standard:

Use digital tools and resources ex.: presentations, videos, or various digital media platforms to connect and collaborate with authentic audiences from a variety of backgrounds and cultures to enrich learning experiences. Learning Priority:

Use digital tools to learn how to collaborate with team members in a digital workspace ex.: sharing and respecting digital work within a team workspace, assuming team roles and working together to create video/ green screen production, stop-motion animation, and various other forms of digital creations . Use digital tools and take on a variety of roles to contribute to team projects with guidance and support. Learning Priority:

Use a variety of digital resources to collaborate with mutual respect ex.: video conferencing, commenting tools, slide decks, and documents . Standard:

Use digital tools to collaborate with peers, experts, and community members to examine problems from multiple viewpoints ex.: video/voice conferencing . | Page 32 ( ) ( )

Collaborate digitally with others to understand multiple perspectives while exploring both local and global issues to solve problems with guidance and support ex.: project-based learning and community problem solving . | Page 33 ( ) ( ) ) ( ) ( ) ( ) ( ) ( ) Middle School 6-8 KAS for Technology Overview for Middle School 6-8 : The technology standards at the middle school level expand upon the framework of necessary knowledge, skills, and competencies that equip students for a successful future. This goal requires the understanding of content that helps: empower learners, create responsible digital citizens, facilitate knowledge construction, design and innovate for learning, think computationally, communicate creatively and collaborate with a global mindset. Application of the technology standards at the middle school level should focus on active learning and integrating the identified skills into other disciplines. These standards provide a clear progression of skills, and students develop a broad conceptual understanding of technology. All content teachers should provide opportunities for students to apply the skills and knowledge identified. Concept: Empowered Learner (EL) Competency: Students use technology to take an active role in their learning. Standard:

Set personal learning goals and select and manage digital tools that will best support individualized learning ex.: use collaborative documents to revise and reflect on the writing process .

Reflect on successes, areas of improvement, and make necessary revisions to improve the learning over time ex.: using digital writing portfolio and reflection log/journal . Learning Priority:

Collaborate with a network of self-selected global partners ex.: students, teachers, professionals, and the global community to customize and support the individual learning process. | Page 35 Learning Priority:

Seek feedback from an authentic audience and from features embedded in digital tools ex.: share documents with teachers and peers asking for feedback on writing .

Use feedback to analyze data and make learning adjustments based on the feedback. Learning Priority:

Understand the fundamental use of technology tools to consider how to use technology to promote creativity, communication, collaboration, and critical thinking.

Choose and troubleshoot technology tools to suit purpose.

Transfer the knowledge of existing technology to explore new technologies. Standard:

Evaluate the effectiveness of different digital tools to communicate information with multiple audiences.

Apply and adapt knowledge of existing technology to the modification-based use of new technologies. ( ) ( ) ( ) ( ) ( ) ( ) ( ) Learning Priority:

Recognize behaviors, habits, and actions that create, maintain, and influence both positive and negative digital identities, reputations, and footprints in the digital world.

Build awareness of public and permanent nature of online actions and the possible present and future consequences in personal, academic, and professional lives. Learning Priority:

Recognize and demonstrate responsible behaviors that are safe, ethical, and legal across a variety of devices, platforms, and settings while considering possible consequences for themselves and/or others.

Understand how to be respectful to others online while interacting, communicating, and collaborating and know strategies in order to avoid and/or combat cyberbullying. Learning Priority:

Distinguish between information that is public and personal/private and develop and utilize strategies to secure and protect personal/private data and user accounts.

Understand that data-collection technology is used to track online navigation and recognize and avoid online scams and phishing. Standard:

Demonstrate acceptable use of the internet, information, media and digital resources, including social media according to user agreements, policies, and laws. | Page 37 ( ) ( ) ) ( ) ( ) ( ) ( ) ( )

Recognize and seek permission to use the intellectual property of others appropriately.

Use and share the intellectual property of others with proper citation and attribution elements. Concept: Knowledge Constructor (KC) Competency: Students use various digital tools to find information and make meaning. Learning Priority: Standard:

Demonstrate effective digital search techniques ex.: filtering searches using advanced settings/tools, keyword/term choices, or phases to locate information or other resources to gather specific information on a subject or research topic.

Practice research strategies that outline a process for locating information digitally ex.: tools and effective search techniques . Learning Priority:

Select a method, tool, or strategy to evaluate source s for credibility, relevance, authority, accuracy, and perspective.

Analyze digital information, media, data, and materials for credibility, relevance, authority, accuracy, and perspective. | Page 38 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ) ( )

Demonstrate the ability to create new ideas/concepts or products with digital tools. I ndicator s for grades 6-8:

Compile information from digital resources ex.: search engines, online periodical databases, virtual library/online catalogs, interactive video conferencing . Learning Priority:

Build knowledge by generating and testing solutions for exploring real world issues using a variety of technology ex.: data collection tools, models, videos, podcast, simulations, forms . Concept: Innovative Designer (ID) Competency: Students use a variety of technologies to design and create. Learning Priority:

Collaborate with others in and out of the classroom using digital tools to identify real-world problems and propose a solution that affects the local and global community. | Page 39 ( ) ( ) ( ) ( ) ) ( )

Explore and choose appropriate processes and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. Learning Priority:

Investigate and use meaningful digital tools to plan and manage a design process that considers design constraints and calculated risks. Learning Priority:

Create, develop and test prototypes; understand and appreciate that failures are opportunities for growth and improvement. Concept: Computational Thinker (CT) Competency: Students understand sequences and use them to develop solutions to problems. Standard:

Ask questions, gather data, create/observe abstract models, and think of different processes while finding solutions to real-world problems. | Page 40 ( ) ( ) ( ) ( ) ( ) ( ) ( ) Learning Priority:

Solve problems and make decisions by collecting data or identifying relevant data sets, using digital tools ex.: sheets, surveys to analyze the data, and represent their findings through various ways. Learning Priority:

Break problems into parts, extract key information, and develop descriptive models to understand complex systems or lead problem solving tasks. Learning Priority:

Use digital tools to collect data, conduct analysis, and discuss findings or possible solutions. Standard:

Use digital tools to ask questions to an audience and digitally collect data, and analyze the findings. Learning Priority:

Use technology-assisted methods to break problems down into smaller, more manageable parts by finding patterns or other methods of decomposition. Learning Priority:

Use algorithm design to develop step-by-step instructions for solving a problem. | Page 41 ) ( ) ( ) ( ) ( ) ( ) ( ) Concept: Creative Communicator (CC) Competency: Students communicate clearly and express themselves with a variety of digital tools. Standard:

Choose from available platforms and tools to meet the designated objectives of their creation or communication. Learning Priority:

Create original works, or repurpose/remix digital resources into new creations, while demonstrating an understanding of digital citizenship ex.: intellectual property rights or copyrights . Learning Priority:

Create or incorporate digital content to communicate complex ideas clearly and effectively to a variety of audiences. Standard:

Publish or present original content to a predetermined audience that appropriately customizes the message and medium. | Page 42 ) ( ) ( ) ( ) ( ) Concept: Global Collaborator (GC) Competency: Students use digital tools to connect with learners inside and outside of their classroom. Learning Priority:

Use digital tools and resources to connect and collaborate with authentic audiences from various backgrounds and cultures to broaden mutual understanding and learning, while using appropriate digital citizenship skills. Learning Priority:

Select and use digital tools in diverse collaborative teams within the classroom, assuming specific roles, responsibilities, and perspectives other than your own, to contribute effectively toward a common goal. Learning Priority:

Select and use digital tools in diverse collaborative teams outside the classroom, assuming specific roles, responsibilities, and perspectives other than their own, to contribute effectively toward a common goal. Standard:

Use collaborative technologies to connect with others - including peers, experts, and community members - to learn about issues and problems or to gain diverse local and global perspectives. | Page 43 ( )